Question

DATA

DATA: ( You will have to paste it to a text editor and format it to be entered into statcrunch - sorry for inconvenience but I could not find another way to post the data)

Strategy Code Score
C 1 45
C 1 53
C 1 72
C 1 55
C 1 67
C 1 53
C 1 66
C 1 54
C 1 53
C 1 67
C 1 60
C 1 64
C 1 69
C 1 52
C 1 74
C 1 58
C 1 53
C 1 66
C 1 66
C 1 71
H 2 79
H 2 95
H 2 81
H 2 74
H 2 68
H 2 84
H 2 78
H 2 77
H 2 85
H 2 72
H 2 86
H 2 71
H 2 67
H 2 77
H 2 83
H 2 73
H 2 76
H 2 86
H 2 83
H 2 75
Q 3 58
Q 3 66
Q 3 67
Q 3 68
Q 3 64
Q 3 57
Q 3 58
Q 3 57
Q 3 75
Q 3 60
Q 3 63
Q 3 55
Q 3 64
Q 3 51
Q 3 60
Q 3 55
Q 3 61
Q 3 63
Q 3 76
Q 3 64
T 4 51
T 4 57
T 4 73
T 4 67
T 4 63
T 4 77
T 4 67
T 4 81
T 4 70
T 4 82
T 4 61
T 4 58
T 4 80
T 4 68
T 4 76
T 4 60
T 4 69
T 4 68
T 4 86
T 4 64
HT 5 78
HT 5 85
HT 5 86
HT 5 92
HT 5 84
HT 5 78
HT 5 79
HT 5 78
HT 5 95
HT 5 81
HT 5 83
HT 5 76
HT 5 83
HT 5 72
HT 5 81
HT 5 70
HT 5 81
HT 5 90
HT 5 95
HT 5 84
QT 6 55
QT 6 80
QT 6 67
QT 6 89
QT 6 90
QT 6 72
QT 6 75
QT 6 61
QT 6 68
QT 6 56
QT 6 63
QT 6 66
QT 6 64
QT 6 65
QT 6 62
QT 6 70
QT 6 83
QT 6 72
QT 6 65
QT 6 73

A Comparison of Teaching Strategies In any learning environment, there are several different teaching strategies. These strategies (which can be composed of several components such as homework, quizzes, computer aid, and others) may depend on several factors, such as the teacher's preference, availability of resources, or time constraints. Thus, it is of interest to determine which strategies or components are most effective. The goal of this study is to compare several strategies for high school math that incorporate three common components (homework assignments (H), weekly quizzes (Q), and computer tutorials (T), examining which strategies are most effective. The experiment was conducted on Math 30 students from a large high school. All 120 students available were randomly assigned to one of six different teaching strategies. The randomization ensured an equal number to each group. The six different groups to consider are as follows Group 1: C (control group, only lecture notes and discussion) Group 2: H (control plus weekly homework assignments) Group 3: Q (control plus weekly quizzes) Group 4: T (control plus computer tutorials) Group 5: HT (control plus weekly homework as well as computer tutorials) Group 6: QT (control plus weekly quizzes well as computer tutorials) Note: It was determined that both weekly quizzes and homework assignments were too much to handle Thus, there are two group combinations missing, HQ and HQT The study was conducted over the first half of the term with the response variable being the student score on the midterm (out of 100) on a standardized test. To ensure equality, the midterm was conducted for all students at the same time in a large gymnasium. The primary goal of this study is to determine if there is a difference in student achievement based on the different teaching methods. If so, which components (homework, quizzes, and computer tutorials) have the greatest impact on learning? All students were taught using the exact same set of course notes The data are available in the StatCrunch file lab4.txt located on the STAT 151 Laboratories web site at http://www.stat.ualberta.ca/statlabs/index.htm (click Stat 151 link, and Data for Lab 4). The data are not to be printed in your submission. The following is a description of the first two variables in the data file Column Variable Name Description of Variable Strategy Code Score teaching strategy: C, H, Q, T, HT, QT teaching strategy:-C, 2 H, 3 Q, 4 = T, 5-HT, 6-QT midterm score (out of 100) Is there sufficient evidence that weekly homework assignments (in addition to lecture notes and discussion) increased the midterm scores, on average? (Consider only groups required to answer the question; there is no need to factor in the other groups; in other words, ignore the groups not included.) 4. (a) Carry out the appropriate test to answer the question. Paste the corresponding StatCrunch output into your report NOTE: Pool the variances in (a) and (b) if justified by the summary statistics provided in Question 2. Explain briefly your choice of inferences with or without pooled variances. Define the null and alternative hypotheses in terms of the population means. What is the value of the test statistic and P-value? What is the null distribution of the test statistic? Based on the P- value, is there sufficient evidence to indicate a beneficial effect of weekly homework assignments on the midterm scores? (b) Estimate the effect of weekly homework assignments on the midterm scores with a 95% confidence interval. Is the interval consistent with the outcome of the test in part (a)?

Answer 1

we Knoo that | Sample Size (Z-Score)-χ p*(1-p) 2. Harin Sum of a obsesvation naimber of obervation Standard Deviation (S)ー Σ(ni.ip Variance (S) N-1 2.0 ) Mean 15s10 20 구 8.5 Mean 24 2

二62-1 Mean T-1378 20 - GR.C 2.9 -82.55 Hean T 139 2O Stan dayd Deviation Oup G 8.305 48 368 9 40 305 8구 .352 HT 5 829 G4 o & 2 6 Co 34 34 9·73